Gender and Education

This special issue of Gender and Education aims to explore the entangled relations of/between feminisms and the ‘posts’, and interrogates what these relations offer for rethinking gender and education research, theory, pedagogic practice, activism and praxis. It speaks into current concerns and debates around genders, identities and sexualities; into the renewal of feminism as a contemporary political praxis; into the proliferation of feminisms; and into the changing theoretical and methodological terrain of the ‘posts’. As such, the special issue aims to capture the multiplicities, divergences and contentions which characterise this moment and how they inform and influence gender and education, as well as looking forward to new educational imaginaries that current debates may enable or activate.

The special issue takes a capacious approach to both feminisms and the ‘posts’. We conceptualize feminisms as plural, pragmatic and political – as a thinking-feeling-doing oriented to social and educational change for gendered-racialized-sexualized-dis/abled bodies. Likewise, our capacious understanding of the ‘posts’ includes post-humanism, post-structuralism, post-qualitative inquiry, post-colonialism and post-foundational philosophies. The intersections of feminisms, the ‘posts’, gender and education offer scope to oppose dualistic, hierarchical and anthropocentric categories, and to re-imagine and enact theory-practice-praxis in nomadic, rhizomatic, care-full, creative, affirmative and relational ways – ways which, we hope, are deeply political and which promise to be potentially transformative for gender and education.

These are some of the questions we would like the special issue to address:
• How do we put feminisms and the ‘posts’ to work in research exploring educational practices? What does such research do/produce/generate? What force does it have? What problematics does it entail – how does it gain traction in such inhospitable times?
• How can feminisms and the ‘posts’ be crafted as activist in enabling feminist goals to be put into educational practice?
• In what ways does working with feminisms and the ‘posts’ in gender and education enable us to move beyond disciplinary boundaries? How does this work provide (or require) new interdisciplinary research or new modes of transdisciplinary praxis? How do these ways of working offer new political imaginaries for education?
• What are the opportunities for those working in feminisms and the ‘posts’ to mobilise across borders and boundaries to enable and influence educational change at various levels and scales?
• What alliances or frictions are there between gender, education, feminisms and the ‘posts’ and recent work in Black feminisms, Indigenous histories and cosmologies and Trans* feminisms?
• How does work in feminisms and the ‘posts’ differ across generations; what does inter-generational work help us create in crafting new departures for gender and education?; how do debates and concerns become re-inflected and mutate, and what consequences does this have for theory and praxis on gender and education?
• In what ways can work in gender, education, feminisms and the ‘posts’ contest the damages caused by increasing bio-/necropolitical fascist politics and their intertwined systems?
• How does care appear and materialise in work in gender, education feminisms and the ‘posts’? How does care come to matter in pedagogy?
This list is a starting point. There will be many other questions that authors will identify and wish to address in their papers.

The Special Issue aligns with the aims and scope of Gender and Education, see https://www.tandfonline.com/action/journalInformation?show=aimsScope&journalCode=cgee20. All papers will be blind peer-reviewed by two reviewers in line with the usual review process at Gender and Education.

Special Issue Guest Editor team
Professor Carol A. Taylor, [email protected];
Professor Jayne Osgood, [email protected];
Professor Weili Zhao, [email protected];
Dr Evelien Geerts [email protected];
Professor Vivienne Bozalek, [email protected];
Dr Asilia Franklin-Phipps, [email protected];
Dr Sarah Truman, [email protected];
Professor Camilla Eline Andersen, [email protected];
Professor Michelle Salazar Pérez, [email protected].

The Special Issue invites submission of articles (6000-8000 words) and critical and creative contributions. These latter may include visual essays, poems and arts-based formats. If you have an idea for a paper or creative format contribution and wish to discuss it, please get in touch with either Professor Carol Taylor, [email protected] or Professor Jayne Osgood, [email protected].

Timeline for the special issue:

Abstracts (400-500 words) submission due: 5th May 2023
Invitation to write full paper: 19th May 2023
First submission due: 3rd November 2023
Peer review process: 3rd November 2023 – 2nd February 2024
Authors notified of peer review outcomes: 10th February
Revised submissions due: 12th April 2024
Publication: June/July 2024

Instructions for AuthorsSubmit an Article